Professional Documents
Culture Documents
Football Unit
September-October 2014
Grades- 4th & 5th
Tamarac Elementary School
Table of Contents
Unit Outcomes and Content
Lesson Plans
Assessments
Results of Assessment
Resources
Reference
MA CF &
NASPE
Standards
by #
Content to be taught
Psychomotor
Perform a variety of
football skills, including
throwing, catching,
Shuffle passing, and
kicking.
MA CF
2.1, 2.2,
2.7,
SHAPE
Standard 1
Teacher Checklist
Peer Checklist
Cognitive
Develop knowledge and
proficiency of the game,
including tactics,
reaction to plays, the
ability to verbally
explain cues of the
psychomotor skills, and
complete knowledge of
the rules of football
MA CF
2.1, 2.2,
SHAPE
Standard
2)
Affective
Express enjoyment and
cooperatively work
together as a team, work
effectively with different
skill levels, follow all
class rules and
guidelines, give their full
effort, stay safe in class,
and respect themselves,
each other and the
teacher
(MA CF
2.7 ,
SHAPE
Standard 4
& 5)
Unit Outcomes
(By the end of the unit,
students will be able to)
Assessment
(include rubrics, quizzes,
etc. in written materials
section)
LIKERT Scale at
beginning and end
Exit Slip about
teamwork and rules
DATE: 9/22/14
LESSON#: 1 of 6
CLASS SIZE: 19-24
TIME: 40 Minutes
3.Watch
TIME
SEQUENCE OF LESSON
LIKERT Scale- Ss spread out in
0:00-5:00 personal space and fill out
LIKERT scale about football
5:0012:00
12:0016:00
16:00-
ORGANIZATION
ssssssss
ssssssssT
ssssssss
REFLECTIONS
Students were a little negative
about it at first because they saw
paper, but then they realized it
wasnt that bad. A lot of mixed
results as well which is good,
because I can hopefully increase
their enjoyment for football.
Handoff tag was smooth and
students picked it up fairly
quick.
ssssssss
ssssssssT
ssssssss
ssssssssss
17:00
17:0024:00
24:0025:00
25:0036:00
36:0036:30
36:3039:00
S
S
S
S
S
S
S
S
S
S
S
S
S S
S S
S S
S S
S S
S S
S S
S S
SSSSSSSSSSSS
T
when passing
39:0040:00
DATE: 9/22/14
TIME: 40 Minutes
LESSON#: 2 of 6
TIME
SEQUENCE OF LESSON
Warm-Up- Hand Off Tag- Two
0:00-7:00 Ss are the taggers and three Ss are
the helpers. Once a student is
tagged they place their hands and
arms like they are receiving a
handoff. Once a helper hands off
the ball to them, that student
becomes a helper. Ss are to
gently place hand off the ball and
5:00not throw it.
12:00
Extensions Add more helpers
Add another tagger
Change taggers after a
couple minutes
12:0016:00
16:00-
ORGANIZATION
ssssssss
ssssssssT
ssssssss
REFLECTIONS
Students are getting better at the
game and it is flowing much
better.
ssssssss
ssssssssT
ssssssss
ssssssssss
T
17:00
17:0024:00
T
S
S
S
S
S
S
S
S
S
S
S
S
24:0025:00
25:0036:00
36:0036:30
36:3039:00
T
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S S
S S
S
S S
T
DATE: 9/22/14
TIME: 40 Minutes
LESSON#: 3 of 6
FOCUS OF LESSON: Explore overhand throwing and catching with a football on the run
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner on the run by using the skill cues provided
throughout the entire lesson (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball on the run while using the skill cues
throughout the entire lesson. (SHAPE 1, MA CF 2.3)
(C)- Identify why its important to throw ahead of your receiver when they are on the move.
(SHAPE 2, MA CF 2.7)
(A)- Express enjoyment for football by choosing a favorite activity and why when asked by the
teacher during the closure. (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.
TIME
SEQUENCE OF LESSON
Transition- Ss follow teacher
outside to tennis court.
ORGANIZATION
ssssssss
ssssssssT
ssssssss
12:0016:00
ssssssssss
T
REFLECTIONS
17:0024:00
24:0025:00
25:0036:00
QB WR
C
QB WR
C
T
36:3039:00
O O O
O
O
O
O
O O O
T
39:0040:00
SSSSSSSSSSSS
T
DATE: 9/30/14
TIME: 40 Minutes
LESSON#: 4 of 6
FOCUS OF LESSON: Practice overhand throwing and catching with a football on the run
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner on the run by using the skill cues provided
throughout the entire lesson (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball on the run while using the skill cues
throughout the entire lesson. (SHAPE 1, MA CF 2.3)
(C)- Identify strategies for razzle dazzle football by answering the teacher correctly at the end of
the lesson. (SHAPE 2, MA CF 2.7)
(A)- Exhibit safe behavior in a physical activity environment by being aware of their surroundings
when throwing a football at all times during the entire lesson. (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them and to improve safety
3. Exhibit enthusiasm throughout the entire lesson by being engaged with the students and enjoying the
lesson
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8741#.VDPMz_ldWSo
SEQUENCE OF LESSON
Transition- Ss follow teacher
outside to tennis court.
ORGANIZATION
ssssssss
ssssssssT
ssssssss
REFLECTIONS
9:0010:30
ssssssssss
T
10:3012:00
12:0022:00
22:0022:30
22:3024:30
24:3026:00
your waist
Pinkies together if it
below your waist
Have soft hands and give
in with it (Like a water
balloon)
S
QB WR
S
QB WR
T
26:0036:00
36:0036:30
S S S
S S
SSSSS
DATE: 10/1/14
TIME: 40 Minutes
LESSON#: 5 of 6
SEQUENCE OF LESSON
Transition- Ss follow teacher
outside to track.
ORGANIZATION
S
Warm-Up- Students take 1-2
4:00-9:00 laps around track depending on
how fast they do them.
9:0010:00
10:0012:00
12:0013:00
13:0023:00
23:0023:30
REFLECTIONS
S
S
S
S
S
S
S
S
ssssssssss
T
T
S
S
S
S
S
S
S
S
S
S
S
S
23:3025:00
ssssssssss
25:0026:00
26:0036:00
36:0036:30
SSSSS
S S S
S S
SSSSSSSSSSSS
T
DATE: 10/2/14
TIME: 40 Minutes
LESSON#: 6 of 6
5:006:00
6:007:00
7:0015:00
15:0017:00
ORGANIZATION
ssssssss
ssssssssT
ssssssss
REFLECTIONS
Routine is down. Simple
transition
O O O
O
O
O
O
O O O
T
ssssssssss
T
18:0030:00
them up.
SSSSS
S S S
S S
31:0036:00
36:0040:00
SSSSSSSSSSSS
T
DATE: 10/2/14
TIME: 40 Minutes
UNIT/THEME: Football
EQUIPMENT:
FOCUS OF LESSON: Practice throwing and catching with a partner stationary and on the move
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate throwing a football to a partner by using the skill cues provided throughout the
entire lesson (SHAPE 1, MA CF 2.3)
(P) Demonstrate catching a football by catching the ball while using the skill cues throughout the
entire lesson (SHAPE 1, MA CF 2.3)
(C)- Identify the skill cues for throwing a football with 100% accuracy when asked by the teacher
during the closure (SHAPE 2, MA CF 2.7)
(A)- Express enjoyment for football by choosing a favorite activity and why when asked by the
teacher during the closure (SHAPE 4, MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide effective demonstrations so that students have a better understanding of what is expected for
each activity.
2. Enforce rules effectively throughout the lesson so students know to follow them
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Some students are autistic, so be sure to give them extra demonstrations or explanations if needed.
Certain students require breaks, so be sure to include them as much as possible. Some students have
allergies so be aware of these when going outside.
REFERENCES : Graham, G. (2013). Children moving: a reflective approach to teaching physical
education (pp.486-487). Palo Alto, Calif.: Mayfield Pub. Co..
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4913#.VCQCPPldWqg
TIME
SEQUENCE OF LESSON
0:00-0:30 Transition- Ss enter room and
take a seat against the wall.
0:304:00
4:005:00
5:0015:00
ORGANIZATION
ssssssssss
T
REFLECTIONS
Class was a little behind
schedule so it took some time
away from P.E
O O O
O
O
O
O
O O O
T
ssssssssss
T
15:0015:30
15:3024:30
24:3025:00
25:0026:00
26:00-
T
S
S
S
S
S
S
S
S
S
S
S
S
26:30
26:3035:00
35:0035:30
35:3039:00-
39:0040:00
ssssssss
ssssssssT
ssssssss
SSSSSSSSS
S
S
S
T
S
1- Never
Name
2- Sometimes
Does the
student grip the
laces?
Is the
football by
their ear?
3- Always
Does the
student step
with their
opposite foot?
Name:_________________________________
Football Questionnaire
Place an X or a in the box you feel is appropriate
Question
1
I enjoy football
I am good at football
Strongly disagree
Neither
Strongly agree
5
What has been your favorite activity during the football unit? :________________________
1- Never
Partner Name-
Partner Name-
Partner Name-
2- Sometimes
Is the football by
their ear?
3- Always
Results of Assessments
LIKERT Scale Results- The results showed the from the beginning to the end of the unit, that the
students enjoy football more. They also express more confidence in their throwing and catching skills.
Many students answered, why is teamwork important? exceptionally well. Some students also
struggled. In the end though, I was very pleased with the results. In the future the only change I would
make here is my wording with the scale. Some students didnt understand the agreeing and disagreeing
numbers.
Teacher Checklist for Throwing- The results showed that many of the students did a very good job with
their throwing. The 5th and 4th grade picked up the skill very well and it showed in the activities. It was
very pleasing to see that many of the students were improving throughout the unit. In the future,
instead of walking around with a clip board, I may observe the entire class, and then fill it out at the end.
This way Im not looking at the assessment for the whole class and not providing more feedback.
Resources
Graham, G. (2013). Children moving: a reflective approach to teaching physical education (pp.486-487).
Palo Alto, Calif.: Mayfield Pub. Co..
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4913#.VCQCPPldWqg
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8741#.VDPMz_ldWSo
National Association for Sport and Physical Education (2004). Moving into the future: National
standards for physical education (2nd ed.).New York: New York: McGraw Hill.
Thomas, Katherine T., Amelia M. Lee, and Jerry R. Thomas. Physical education for children: daily lesson
plans for elementary school. 2nd ed. Champaign, Ill.: Human Kinetics, 2000. Print.